Implementation of The Islamic Legal Maxim Al-Umūru bi Maqāṣidihā in Islamic Education Curriculum Planning

Fajar Alfaris, Hermawan, Andy Fahmi Halim, Fikry Firmansyah — Mon, 03 Aug 2026 00:00:00 +0000

This study aims to analyze the implementation of the Islamic legal maxim al-umūru bi maqāṣidihā in the curriculum planning of Islamic education at Pondok Pesantren Imam Muslim Al-Atsary Kediri. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving pesantren leaders, curriculum administrators, and teachers. The findings reveal that the curriculum planning process is systematically oriented toward maqāṣid-based educational objectives, particularly in shaping Islamic character, strengthening religious understanding, and developing students’ da‘wah orientation. The implementation of the maxim is reflected in the determination of learning objectives, selection of curriculum materials, structuring of educational levels, and formulation of student achievement targets aligned with Islamic values. The study also identifies a strong integration between formal curriculum and hidden curriculum through habituation, discipline, and pesantren culture as media for value internalization. Theoretically, this research contributes to the development of Islamic Education Management by strengthening curriculum planning frameworks based on qawāʿid fiqhiyyah and maqāṣid al-sharī‘ah. Practically, the findings suggest that Islamic educational institutions should position goal orientation as the primary foundation in curriculum development to ensure coherent, value-based, and holistic educational outcomes.

Leveraging Positive Social Environments: Instructional Leadership Strategies for Building Caring Learners

Sun, 31 May 2026 00:00:00 +0000

This study aims to investigate teacher instructional leadership strategies in leveraging positive social environments to foster caring characters among learners. Despite growing emphasis on academic excellence, contemporary educational settings frequently struggle with character deficits and low empathy among students, creating a critical gap in holistic student development. Utilizing a qualitative multi-site case study design, this research gathered empirical data from three distinct educational institutions. Data were collected through in-depth semi-structured interviews, classroom observations, and institutional document reviews involving school principals, teachers, and student representatives. The accumulated data were then analysed using a multi-site thematic analysis framework, which involved interactive data reduction, data display, and conclusion drawing. The findings reveal that instructional leaders effectively build caring characters by deliberately embedding prosocial values into the daily curriculum. Teachers successfully cultivate empathy by establishing collaborative classroom norms that encourage peer-to-peer support. And the optimization of a positive social environment is achieved through structured peer-mentoring programs that bridge diverse student backgrounds. The study demonstrates that modelling empathetic behaviour by educators serves as a primary catalyst for student behavioural transformation. Additionally, integrated school-community engagement initiatives significantly reinforce the sustainability of students' caring habits outside the classroom. Future research should consider a longitudinal quantitative approach to measure the long-term statistical impact of these social environmental strategies across larger, national-scale student populations.

Ambarsa : Jurnal Pendidikan Islam

Implementation of The Islamic Legal Maxim Al-Umūru bi Maqāṣidihā in Islamic Education Curriculum Planning

Leveraging Positive Social Environments: Instructional Leadership Strategies for Building Caring Learners